BOOWORK UNIT 6A PAO1 2020-2021

Name:

Date:

VOCABULARY _UNIT 6A_COMPOUND NOUNS

Read about compound nouns.

Read the article. Then make a list of the compound nouns in the article.

Answers:

Listen to the compound nouns from the article. Which part is stressed – the first or the second word?

_____________________________________________________________
Complete the compound nouns with the words in the box

Answers:

Complete the e-mail with compound nouns of this unit.

Answers:

6
Make a list of at least 20 compound nouns you find in the next picture.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

11. 12. 13. 14. 15.

16. 17. 18. 19. 20.

 VOCABULARY _UNIT 6A_MULTI-WORD VERBS
Read about an episode from the TV series THE TOUGHEST PLACE TO BE A… What would you manage the rush hour in
Guayaquil?

Discuss the questions:

1. Do you think this was a good experience for Mason and Pradeep? Why?
2. Would you like to watch the programme?
3. Would you like to take part in the programme?

Work on these tasks.

Answers:

3
Answers:

6
 VOCABULARY _UNIT 6A_MODALS OF OBLIGATION
Complete the rules 1-5 with the words in the box.

Answers:

1.

2.

3.

4.

5.

Complete these rules about transport in your country. Use the verbs in the box.
Answers:

1.

2.

3.

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5.

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9.
 CLASSWORK FORO UNIT 6A MODALS OF OBLIGATION

Names: _______________________________________________________________________

Date: _____________________________________________________ CLASS: ___________

INSTRUCTIONS:
 A foreign visitor is coming Guayaquil. Write 2 rules and 2 pieces of advice. Use these ideas:

RULES - OBLIGATION

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3.

TIPS - ADVICE

4. _________________________________________________________________________________

5. _________________________________________________________________________________
 CLASSWORK SPEAKING UNIT 6A MODALS OF OBLIGATION

You will have an interactive dialogue using the modals of obligation of unit 6a. Check the rubric.

Student A: You are a foreign visitor who is coming Guayaquil in six months. Call your student B and ask for rules and
advice to him/her.

Student B. You are a Guayaco. You will give rules and pieces of advice to him.

You will record your video and upload in TRAJAJOS-SIDWEB

Then you will peer assess the video of two classmates using the following rubric:
 SPEAKING RUBRIC
Achieved
3 2
PRONUNCIATIONFLUENCY &
Produces speech at a
conversational speed. (1)
Articulates patterns and
expressions with no or little
pausing. (1)
Speaks clearly all the time.
(1)
Can use a limited number of
cohesive devices (when
COHERENCE
necessary, appropriately and
effectively) e.g. addition (too,
also, besides); conditional (if);
reason (because, since); order
of information (first, second,
next, finally). to link his/her
ideas into clear, articulated
discourse. (3)
A wide range of well-
USE OF LANGUAGE
chosen vocabulary is used.
(including textbook
vocabulary) (1.5)
Accuracy & variety of
grammatical structures are
implemented. (1.5)
INTERACTION
Eagerly initiates and
responds appropriately. (1)
Links contributions to other
speakers. (0.5)
Maintains and develops the
interaction with other
speakers. (1)
Contributions are relevant
to the topic. (0,5)
Good
Produces comprehensible speech
with fairly speed. (0.75)
Makes pauses for grammatical
and lexical planning. (0.5)
Speaks clearly nearly all the
time, but certain words are
difficult to understand. (0.75)
Can link a series of shorter,
discrete simple sentences into a
connected sequence of ideas.
(when necessary) e.g. addition
(too, also, besides); conditional
(if); order of information (first,
second, next, finally). (2)
Good range of relatively well-
chosen vocabulary is used. (1)
Some errors in
grammatical structures possibly
caused by attempt to include a
variety may happen. (1)
Initiates and responds
appropriately with some help.
(0.75)
Limited contribution with other
speakers. (0.25)
Maintains and develops the
interaction with little support of
other speakers. (0.75)
Contributions are vaguely related
to the topic. (0.25)
Fair
1 0.5 – 0
Can make him/herself
understood in very short
sentences. (0.5)
False starts and reformulation in
the use of language are very
evident. (0.25)
Speaks clearly most of the time
with many mispronounced
words. (0.25)
Can link groups of words with
simple connectors like "and,
“then”, “but", “so”, “because”
and "finally". (1)
Vocabulary range is lacking.
(very limited) (0.5)
Frequent grammatical errors and
little variety in structures occur.
(0.5)
Initiates and responds with some
difficulty. (0.5)
Contribution only when
encouraged by other speakers.
(0.15)
Interaction takes place only
when prompted by other
speakers. (0.35)
Contributions are irrelevant to
the topic. (0)
Needs Improvement
Can ONLY manage very short
sentences. Speech is halting.
(0.25)
Produces much pausing to search
for expressions, to articulate
familiar words, and to
communicate. (0.25)
Speaker cannot be understood due
to excessive mispronounced
words. (0)
Use of isolated sentences with a
lack of use of connectors. (0.5)
Basic vocabulary choice with
some words clearly lacking
(almost inexistent) (0.25)
Frequent grammatical errors even
in simple structures; meaning is
confusing. (0,25)
Maintains simple exchanges,
despite some difficulty. (0.35)
Attempts contribution with
support. (0.15)
Complete lack of interaction. (0)
No contributions provided. (0)